Abstract
The presented paper focuses on the encouraging creativity in lessons of mathematics in heterogeneous mathematics classrooms. It is an extended version of a paper presented on ICME 2016 in Hamburg (Moraová, Novotná, 2016).
It describes teaching experiments conducted within the frame of the project M3EaL: Multiculturalism, Migration, Mathematics Education and Language (526333-LLP-1-2012-1-IT-COMENIUS-CMP) - a multilateral project whose aim was development of teaching units supporting migrant pupils and pupils for different sociocultural backgrounds (m3eal.dm.unipi.it). The paper shows that if pre-service and in-service teachers face the situation in which they cannot (for various reasons) rely on traditional textbooks and ways of doing mathematics, in this particular case they face a culturally heterogeneous classroom, they tend to be very creative in planning their lesson and at the same time encourage creativity of their pupils.
Thus cultural heterogeneity may be perceived as advantage as it may result in breaking out of stereotypes of mathematics classrooms.